Using the Consolidated Framework for Implementation Research to design and implement a perinatal education program in a large maternity hospital

Sheridan Guyatt,Shelley A Wilkinson,Michael Beckmann,Megan Ferguson

doi:10.1186/s12913-021-07024-9

Abstract

BackgroundImplementation science aims to embed evidence-based practice as ‘usual care’ using theoretical underpinnings to guide these processes. Conceptualising the complementary purpose and application of theoretical approaches through all stages of an implementation project is not well understood and is not routinely reported in implementation research, despite call for this. This paper presents the synthesis and a collective approach to application of a co-design model, a model for understanding need, theories of behaviour change with frameworks and tools to guide implementation and evaluation brought together with the Consolidated Framework for Implementation Research (CFIR).MethodUsing a determinant framework such as the CFIR provides a lens for understanding, influencing, and explaining the complex and multidimensional variables at play within a health service that contribute to planning for and delivering effective patient care. Complementary theories, models, frameworks, and tools support the research process by providing a theoretical and practical structure to understanding the local context and guiding successful local implementation.ResultsThis paper provides a rationale for conceptualising the multidimensional approach for implementation using the worked example of a pregnancy, birth, postnatal and early parenting education intervention for expectant and new parents at a large maternity hospital.ConclusionThis multidimensional theoretical approach provides useful, practical guidance to health service researchers and clinicians to develop project specific rationale for their theoretical approach to implementation projects.

Highlights

Implementation science aims to embed evidence-based practice as ‘usual care’ using theoretical underpinnings to guide these processes
This paper provides a rationale for conceptualising the multidimensional approach for implementation using the worked example of a pregnancy, birth, postnatal and early parenting education intervention for expectant and new parents at a large maternity hospital
Whilst education provided for expectant and new parents is a valued component of the care provided by health care providers throughout pregnancy and following birth it does not meet the intended populations needs with the content and format of education based largely on tradition and not emerging evidence [10, 11]

Summary

Introduction

Implementation science aims to embed evidence-based practice as ‘usual care’ using theoretical underpinnings to guide these processes. Expectant and new parents are motivated to change behaviours that contribute to their health and wellness and that of their baby [3]. This provides an opportunity for the development and delivery of effective, evidence-based education building health literacy and adopting healthy behaviours and lifestyle. Whilst education provided for expectant and new parents is a valued component of the care provided by health care providers throughout pregnancy and following birth it does not meet the intended populations needs with the content and format of education based largely on tradition and not emerging evidence [10, 11]. There are barriers to closing this evidence-practice gap across regulatory, professional, organisational and local settings [19]

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